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p-Index From 2021 - 2026
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All Journal Jurnal Edukasi Terkini Journal of Research in Mathematics, Science, and Technology Education
Maeresera, Jones
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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STEM Teachers’ Use of E-Learning Resources in Scripted Lessons: Endeavours Toward Teacher Professional Development Mutseekwa, Christopher; Zimuto, Cefas Nyasha; Manunure, Kevin; Maeresera, Jones
Journal of Research in Mathematics, Science, and Technology Education Vol. 2 No. 2 (2025): Journal of Research in Mathematics, Science, and Technology Education
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrmste.v2i2.40

Abstract

Globally, teacher professional development is increasingly gaining recognition as an intervention that ensures practitioners are equipped with the teaching competencies needed to keep abreast of a rapidly evolving educational environment. Developing professional competencies is critical to a science, technology, engineering, and mathematics (STEM) teacher’s growth. Empirical studies indicate that regular STEM teacher professional development (STEM-TPD) is necessary to develop these competencies. Drawing on the Technological, Pedagogical, and Content Knowledge (TPACK) framework, this mixed-methods study examines how beneficiaries of a Continuous Professional Development Certificate in Innovative Teaching Mathematics and Science (CPD ITMS) apply acquired skills to integrate e-learning resources into the teaching rehearsals of STEM subjects. Four purposively selected teachers take turns teaching scripted Mathematics, Biology, and Chemistry lessons. The teachers and one hundred and seventy (170) learners are participants in the study. Data is generated from Lesson Observations and Focus Group Discussions (FGDs) sessions. Findings reveal that the teachers’ abilities to integrate e-learning resources in teaching and learning were at different levels. The majority of them applied integration strategies that were teacher-centered rather than learner-centered. Other findings show that teachers’ inability to navigate within the Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK) aspects of the TPACK caused most of their challenges. Overall, lesson scripting provided for consistent teacher rehearsals and learners’ engagement that potentially heightened opportunities for teacher professional growth and sustained STEM-learning motivation for students. The study recommends sandwiched scripting that alternates with non-scripted, individually designed lessons to wean STEM teachers into sustainable capacity development.
Music Education Training and Classroom Practice: Evidence from Two Rwandan Teacher Training Colleges Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 3 No. 1 (2026): Janury-March-Forthcoming
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/

Abstract

Purpose – This study aims to analyze the disparities in music education provision within two Teacher Training Colleges (TTCs) in Rwanda and examine their practical implications in affiliated demonstration primary schools. The study seeks to understand how music education within teacher preparation programs contributes to learners’ creativity, cultural awareness, cognitive development, and emotional intelligence, and to what extent its implementation aligns with national curriculum expectations. Research Methodology/Design/Approach – A qualitative case study approach was employed to investigate the curriculum, pedagogical practices, and instructional readiness of TTCs. Data were collected through semi-structured interviews with primary school teachers, student teachers, and music tutors; classroom observations involving integrated lessons; and document analysis of lesson plans, curriculum frameworks, and resource inventories. This approach enabled a comprehensive exploration of how music education is delivered and contextualized in both TTCs and demonstration schools. Findings – The findings reveal substantial inconsistencies in the quality and frequency of music education instruction. Practical music lessons were allocated limited instructional time, and several instructors demonstrated insufficient musical competence and pedagogical confidence. Both TTCs and demonstration schools lacked adequate resources, particularly musical instruments and suitable teaching aids. In primary schools, music education was often intermittent or overlooked due to limited teacher capacity, resource shortages, and inconsistent curricular demands. Originality/Value – This study highlights a clear gap between teacher preparation and the actual delivery of music education in Rwandan primary schools. It recommends increasing practical music instruction time in TTCs, improving the availability of musical resources, and providing targeted professional development to strengthen consistent and effective pedagogical practice
The Compatibility of English Language Textbooks with Rwanda’s Competency-Based Curriculum in Primary Education Maeresera, Jones; Ganyata, Obert
Jurnal Edukasi Terkini Vol. 2 No. 4 (2025): October-December
Publisher : Borneo Novelty Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70310/10.70310/jet.2025.02041211

Abstract

Purpose -This study examines how well English language textbooks align with Rwanda’s national Competence-Based Curriculum (CBC) in primary schools, and identifies where alignment succeeds at the design level but breaks down during classroom implementation. Research Methodology/Design/Approach-the study conducts a critical content review of selected primary English textbooks (P2, P4, P5, and P6) alongside official CBC curriculum documents approved/published by the Rwanda Education Board (REB). The analysis integrates content and thematic analysis to compare intended competencies, learning outcomes, language expectations, and assessment orientations across policy and textbook materials. Finding-The findings reveal strong design-level alignment in learning intent and competency orientation across textbooks and curriculum documents. However, substantial implementation-level misalignments persist, driven by (1) tensions between Kinyarwanda use and English as the mandated medium of instruction, (2) limited teacher English proficiency, (3) structural constraints such as insufficient instructional time and overcrowded classrooms, and (4) assessment practices that may inadvertently shift teaching away from CBC goals. Although Rwanda demonstrates policy commitment through supportive legislation, investment in teacher training, and digital learning initiatives, a persistent gap remains between the availability of high-quality resources and their effective accessibility and use in classrooms. Originality/Value -This study contributes a curriculum–textbook–implementation alignment perspective that clarifies why competence-based reforms may appear coherent on paper yet underperform in practice. It offers actionable recommendations to strengthen policy coherence, refine pedagogy and assessment practices, enhance teacher preparation, and accelerate equitable resource allocation to improve English proficiency and overall learning quality in Rwanda.
Co-Authors Ganyata, Obert Manunure, Kevin Mutseekwa, Christopher Zimuto, Cefas Nyasha